Virtual Reality is defined as "a realistic simulation of an environment , including three-dimensional graphics, by a computer system using interactive software and hardware." (Dictionary.com) This is a very broad definition and highlights the issue with virtual reality. Virtual Reality can be almost any technology that uses a computer to simulate a 3-D environment, anything from a video game to a discussion board can be described as "virtual reality". Virtual Reality has been around since the 1980's with the introduction of the personal computer and the rapid expansion of technology that followed. Almost every field and profession has been impacted by technology and education is no different. The explosion of technology and the uses of technology has showed teachers, and other professions, what is possible. Joseph Psotka, writes about this fact in his study from 2000, "In the half dozen years since a previous thorough overview of intelligent tutoring and computer-based instruction (Nickerson & Zodhiates, 1988) the change of technologies has been breathtaking. Although we knew back then that what we were doing on expensive Lisp machines would soon be possible on ordinary personal computers, it is still unnerving to see not only that it is now possible, but that so much more is possible." (Psotka, Joseph. p.405) Virtual Reality, mostly through the internet, has become a common interaction for almost all students. Not only does this mean they are more familiar with it, which makes it easier for them to use, but it is becoming imperative to use some form of virtual reality to keep student interest and allow for life long learning outside of the classroom.
Virtual Reality has impacted almost every aspect of our society and our students lives, so the question becomes how do we use virtual reality to create better learning outcomes. Teachers can make this decision on their own but one area that virtual reality has made a big impact and changed education is the use of computers, particularly online education. As Lederman writes, "This approach provides instructional access to individuals living in remote areas, not in close proximity to a university or college." (Lederman, p.2) Through virtual reality educators and able to expand the classroom environment and make it more accessible to all. As Lederman points out schools can now connect with students that are not able to get into the building for whatever reason; in addition, teachers are able to hold class discussion with other classes around the world through discussion boards or video chatting. All of these tasks can easily take place in a virtual world but not necessarily as easily in the "real" world. In addition, educators can now allow students to continue their learning outside of the classroom and throughout their lives through various virtual reality ports, such as wikis, blogs, video chatting, or even applications like Second Life.
Important Findings on Student Outcomes
Virtual Reality, as it relates to online schools, or having classes in a virtual space has been controversial ever since it was invented. The main way virtual reality has been used in education is as a platform for online learning and forming online educational communities. "Advocates of virtual schools say the reasons students enroll in them are as diverse as the students themselves. Some have disabilities, behavior problems, attention deficit or severe allergies that prevent them from functioning well in a traditional classroom. Others are high-achieving students who want to work at a faster pace or trim back their school day to pursue another interest such as music. Still others might be young mothers who want to stay home with a baby or students in a rural district who prefer online learning to a distant school that includes a long daily bus ride." (Worland) The only way many of these students would be able to go to school is through a virtual environment, while their parents or guardians take care of any issue that may come up at home. Through these virtual schools, all students are able to go to school and have an interaction, even if it is a virtual one, with a trained teacher everyday. Without virtual reality these same students would not be able to go to school or would be separated from their peers and unable to interact at all with other students or teachers.
In addition to allowing all students to interact with peers and teachers, even those that can not go to a regular classroom, virtual reality allows educational opportunities to expand beyond the confines of the classroom and continue throughout the students' lives. This, to me, is the ultimate goal of education, to inspire our students to interact with their peers and to continue their education outside of the classroom. Through effective use of virtual reality, encouraging the use of discussion boards, the use of virtual meeting places and using virtual space to do research and learn, students can become better educated as well continuing their education beyond their school years. As Delattre wrote, "it is not enough to think about equal educational opportunity because equal opportunity can be deficient opportunity for everyone. We must, as my friend the philosopher John Howes observes, think in terms of abundant educational opportunity for all." (Delattre) Virtual reality brings the ability to create abundant opportunities for education for all, regardless of their location, therefore virtual reality can be seen as a great equalizing force in education and gives the opportunity for enhanced student outcomes as compared to the traditional classroom setting only.
Emerging Trends and Open Issues
Virtual Reality is constantly changing the way in which people are taught, as in the classroom as well as how people are trained. Virtual reality allows people to be put into situations that are either very dangerous or to give experiences that would be very difficult to control in the "real" world. As virtual reality is accepted more broadly and the capabilities are expanded with greater innovation it is used by more and more institutions. Obviously, the armed forces and NASA have used virtual reality ever since its inception to train soldiers and scientists in the various scenarios that they might encounter without putting the trainees in danger. Recently, education has picked up on using this technology to train teachers. Almost every teacher would say that experience in the classroom is one of the best teachers because it allows teacher candidates to use the theories that they are taught at the university level and use it immediately through a virtual classroom. At the University of Central Florida, teacher candidates are put in front of a classroom of virtual avatar students. The professor has control of the students' behavior and answers. Through this system the candidates get the chance to be in front of a realistic classroom with students that can act in unpredictable, to them, ways and gives professors the chance to see how a teacher candidate would react and give instant feedback. (Virtual Reality Check)
While virtual reality provides great promise, both in the traditional K-12 classroom as well as in teacher education, there is the issue of virtual reality requiring technology. Many schools have funding issues and do not have the money or capability to install the necessary technology to allow for virtual reality. While it is very difficult to get funding for schools another issue, and one that can be addressed by educators and teacher education programs is to prepare teachers to use virtual reality and get comfortable using the technology. As with anything else, the more comfortable someone is with a piece of technology the more likely they are to use it in an effective manner. In response to this issue companies and universities have put together packages that lay out how to use virtual reality in an effective way (American Forum for Global Education). By using these companies and getting grants from the government, schools will have the funding to get the technology and the expertise to put it to the most effective use immediately to increase student outcomes.
Virtual Reality
Michael IsslerDescription and Uses of Technology
Virtual Reality is defined as "a realistic simulation of an environment , including three-dimensional graphics, by a computer system using interactive software and hardware." (Dictionary.com) This is a very broad definition and highlights the issue with virtual reality. Virtual Reality can be almost any technology that uses a computer to simulate a 3-D environment, anything from a video game to a discussion board can be described as "virtual reality".
Virtual Reality has been around since the 1980's with the introduction of the personal computer and the rapid expansion of technology that followed. Almost every field and profession has been impacted by technology and education is no different. The explosion of technology and the uses of technology has showed teachers, and other professions, what is possible. Joseph Psotka, writes about this fact in his study from 2000, "In the half dozen years since a previous thorough overview of intelligent tutoring and computer-based instruction (Nickerson & Zodhiates, 1988) the change of technologies has been breathtaking. Although we knew back then that what we were doing on expensive Lisp machines would soon be possible on ordinary personal computers, it is still unnerving to see not only that it is now possible, but that so much more is possible." (Psotka, Joseph. p.405) Virtual Reality, mostly through the internet, has become a common interaction for almost all students. Not only does this mean they are more familiar with it, which makes it easier for them to use, but it is becoming imperative to use some form of virtual reality to keep student interest and allow for life long learning outside of the classroom.
Virtual Reality has impacted almost every aspect of our society and our students lives, so the question becomes how do we use virtual reality to create better learning outcomes. Teachers can make this decision on their own but one area that virtual reality has made a big impact and changed education is the use of computers, particularly online education. As Lederman writes, "This approach provides instructional access to individuals living in remote areas, not in close proximity to a university or college." (Lederman, p.2) Through virtual reality educators and able to expand the classroom environment and make it more accessible to all. As Lederman points out schools can now connect with students that are not able to get into the building for whatever reason; in addition, teachers are able to hold class discussion with other classes around the world through discussion boards or video chatting. All of these tasks can easily take place in a virtual world but not necessarily as easily in the "real" world. In addition, educators can now allow students to continue their learning outside of the classroom and throughout their lives through various virtual reality ports, such as wikis, blogs, video chatting, or even applications like Second Life.
Important Findings on Student Outcomes
Virtual Reality, as it relates to online schools, or having classes in a virtual space has been controversial ever since it was invented. The main way virtual reality has been used in education is as a platform for online learning and forming online educational communities. "Advocates of virtual schools say the reasons students enroll in them are as diverse as the students themselves. Some have disabilities, behavior problems, attention deficit or severe allergies that prevent them from functioning well in a traditional classroom. Others are high-achieving students who want to work at a faster pace or trim back their school day to pursue another interest such as music. Still others might be young mothers who want to stay home with a baby or students in a rural district who prefer online learning to a distant school that includes a long daily bus ride." (Worland) The only way many of these students would be able to go to school is through a virtual environment, while their parents or guardians take care of any issue that may come up at home. Through these virtual schools, all students are able to go to school and have an interaction, even if it is a virtual one, with a trained teacher everyday. Without virtual reality these same students would not be able to go to school or would be separated from their peers and unable to interact at all with other students or teachers.
In addition to allowing all students to interact with peers and teachers, even those that can not go to a regular classroom, virtual reality allows educational opportunities to expand beyond the confines of the classroom and continue throughout the students' lives. This, to me, is the ultimate goal of education, to inspire our students to interact with their peers and to continue their education outside of the classroom. Through effective use of virtual reality, encouraging the use of discussion boards, the use of virtual meeting places and using virtual space to do research and learn, students can become better educated as well continuing their education beyond their school years. As Delattre wrote, "it is not enough to think about equal educational opportunity because equal opportunity can be deficient opportunity for everyone. We must, as my friend the philosopher John Howes observes, think in terms of abundant educational opportunity for all." (Delattre) Virtual reality brings the ability to create abundant opportunities for education for all, regardless of their location, therefore virtual reality can be seen as a great equalizing force in education and gives the opportunity for enhanced student outcomes as compared to the traditional classroom setting only.
Emerging Trends and Open Issues
Virtual Reality is constantly changing the way in which people are taught, as in the classroom as well as how people are trained. Virtual reality allows people to be put into situations that are either very dangerous or to give experiences that would be very difficult to control in the "real" world. As virtual reality is accepted more broadly and the capabilities are expanded with greater innovation it is used by more and more institutions. Obviously, the armed forces and NASA have used virtual reality ever since its inception to train soldiers and scientists in the various scenarios that they might encounter without putting the trainees in danger.
Recently, education has picked up on using this technology to train teachers. Almost every teacher would say that experience in the classroom is one of the best teachers because it allows teacher candidates to use the theories that they are taught at the university level and use it immediately through a virtual classroom. At the University of Central Florida, teacher candidates are put in front of a classroom of virtual avatar students. The professor has control of the students' behavior and answers. Through this system the candidates get the chance to be in front of a realistic classroom with students that can act in unpredictable, to them, ways and gives professors the chance to see how a teacher candidate would react and give instant feedback. (Virtual Reality Check)
While virtual reality provides great promise, both in the traditional K-12 classroom as well as in teacher education, there is the issue of virtual reality requiring technology. Many schools have funding issues and do not have the money or capability to install the necessary technology to allow for virtual reality. While it is very difficult to get funding for schools another issue, and one that can be addressed by educators and teacher education programs is to prepare teachers to use virtual reality and get comfortable using the technology. As with anything else, the more comfortable someone is with a piece of technology the more likely they are to use it in an effective manner. In response to this issue companies and universities have put together packages that lay out how to use virtual reality in an effective way (American Forum for Global Education). By using these companies and getting grants from the government, schools will have the funding to get the technology and the expertise to put it to the most effective use immediately to increase student outcomes.
References
Lederman, Norman; Niess, Margaret. (Jan. 1999) Preparing our teachers for virtual reality. Social Sciences and Mathematics, Volume 99. Retrieved from http://search.proquest.com.proxy.libraries.uc.edu/docview/195198923.
Worlande, G. (2010-10-10). VIRTUAL REALITY. Wisconsin State Journal,, A.1. Retrieved from http://www.lexisnexis.com.proxy.libraries.uc.edu/hottopics/lnacademic/shr=t&csi=145460&sr=HLEAD(VIRTUAL+REALITY)+and+date+is+October,%202010
American Forum for Global Education. (1999). A Global Perspective on Virtual Reality. Retrieved from http://www.eric.ed.gov/PDFS/ED451093.pdf.
Psotka, Joseph. (1995). Immersive training systems: Virtual reality and education and training. Kluwer Academic Publishers.
Delattre, E. J. (2001). Reality, Unreality, and Virtual Reality. Arts Education Policy Review, 102(3), 15. Retrieved from EBSCOhost.
(2011-06-01). Virtual Reality Check. Florida trend, 54(3), 80. Retrieved at http://galenet.galegroup.com.proxy.libraries.uc.edu/servlet/BCRCsrchtp=adv&c=1&ste=31&tbst=tsVS&tab=2&aca=nwmg&bConts=2&RNN=A257963298&docNum=A257963298&locID=ucinc_main
Dictionary.com
Reviewed By: Jennifer Brown, Jacque Lowry